Wilson EDUC 353 Name: _Grace Melo________ Target Grade Level: __2nd grade Group Members: Carmen, Brittany,

Damaris Curriculum Topic: Social Studies Date: October 2013

UbD Lesson Plan Template

Stage 1: Desired Results

Established Goals: Social Studies: 2.1.a An urban community, or city, is characterized by dense population and land primarily occupied by buildings and structures used for residential and business purposes. 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 2.SL.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Understandings: Students will understand... The characteristics of an urban community: dense population and building structures in environment. An Urban community is only one example of many communities we live in today.

Essential Question(s): What is a community? What is an Urban community?

Students will know. Academic Vocabulary: Community: a group of people living in the same place or having a particular characteristic in common. Urban: characteristic of a city or town Residential structures: permanent-site single-family and multi-family units. (buildings/houses)

Students will be able to.. Identify what an urban community is Define the term Urban Know which community he or she lives in.

Stage 2: Assessment Evidence

Performance Task: Students will be assigned to one of the following prompts: Write an informational piece in the form of a brochure about an Urban community. In your informational piece, begin by introducing the community and explain where that community is located. Organize your information into sections, making sure to include facts about the community and pictures. Use information from the texts you are reading and the texts we have read together to write your informational brochure. Create a 3D model of an urban community. Including characteristics learned like dense population and building structures in environment. students must label each characteristic and write a paragraph on their community. Create a storybook, in which you will share with your classmates during a read aloud. This storybook must include characteristics of an urban community and must include a story about an urban community. Student will have the option of working with a partner only on this prompt. Each student has to create their own story book but are going to be paired up to assist one another. Stage 3: Learning Plan

Other Evidence: KWL on smart board will assess students before the lesson. Thumbs up or Thumbs down will assess students during the lesson where they will put their thumbs up if they understand it or thumbs down if they dont. Concept Maps will assess students after the lesson, they will use this concept map to brainstorm their ideas about performance task.

Learning Activities: I will activate background knowledge on communities by asking students if anyone knows what a community is? What an urban community is? Through these questions I will see what the students know and any misconceptions I can clear up. I will have a KWL chart on smartboard and students will come up and write in what they know and questions they have. I will introduce one of the many communities, which is an urban community. I will begin by reading Whos Who in an Urban Community by Jake Miller, I will model storytelling. After the Read aloud, as a class we will go over the vocabulary words, with the vocabulary words, visual aids will be provided. I will write out the vocabulary words on the board and we will read the definition and do movements that relate to the definition so we can memorize it,

 After this, I will provide many examples of an urban community to the class and I will informally assess students. I will introduce thumbs up and thumbs down, where through the examples, students will show me with their thumbs up or down if they understand or don't. This is a form of self assessment. We will then go back to our KWL chart on smart board and write in what we learned so far. We will discuss if their questions were answered and if the information they already knew was correct. I will introduce the performance task. Then I will hand out concept maps, that students will be doing individually so they can begin to develop and brainstorm about the prompt they were assigned. Differentiated Activities: ESL: The 3D model prompt in performance task is included for ESL learners to demonstrate their knowledge on urban community through a hands on experience. They will also be given a sentence starter to help them develop their paragraph. Below grade level: The storybook prompt is included for below grade level students to be paired up with other students that can help them. Each student has to create their own story book but are going to be paired up to assist one another. On grade level: Are allowed to choose any prompt they will like to work on. Above grade level: The brochure informational piece is included for above grade level students to demonstrate their knowledge mostly through writing.

Resources

Itemized Attachments:

Worksheet:

Rubric 1: Creating a Brochure Categ ory Organi zation 4 Each section in the brochure has a clear beginnin g, middle, and end. All facts in the brochure are accurate . Graphic s go well with the text and there is a good mix of text and graphics . 3 Almost all sections of the brochure have a clear beginning , middle and end. 99-90% of the facts in the brochure are accurate. Graphics go well with the text, but there are so many that they distract from the text. 2 Most sections of the brochure have a clear beginning, middle and end. 89-80% of the facts in the brochure are accurate. Graphics go well with the text, but there are too few and the brochure seems "textheavy". 1 Less than half of the sections of the brochure have a clear beginning, middle and end.

Conte nt Accura cy

Fewer than 80% of the facts in the brochure are accurate.

Graphi cs/Pict ures

Graphics do not go with the accompanyin g text or appear to be randomly chosen.

Rubric 2: 3D model Category Craftsman ship 4 The model shows that the creator was took great pride in his/her work. The design and constructio n look carefully planned. The item is neat (free of unwanted bumps, drips, marks, and tears). 3 The model shows that the creator took pride in his/her work. The design and constructio n look planned. The item has a few flaws (unwanted bumps, drips, marks, tears), but these do not detract from the overall look. The student can answer 2 questions correctly about how the model relates to an urban community being studied. 2 The design and constructio n were planned. The model has several flaws (unwanted bumps, drips, marks, tears), that detract from the overall look. 1 The model looks thrown together at the last minute. It appears that little design or planning was done. Craftmans hip is poor.

Knowledg e of 3D model

The student can answer 3 questions correctly about how the model relates to an urban community being studied.

The student can describe most of the steps used to make his/her model.

The student has great difficulty describing how his/her model was constructe d.

Time and Effort

Class time was used wisely. Much time and effort went into the planning and design of the model. It is clear the student worked at home as well as at school.

Class time was used wisely. Student could have put in more time and effort at home.

Class time was not always used wisely, but student did do some additional work at home.

Class time was not used wisely and the student put in no additional effort.

Rubric 3: Story book CATEGO RY

Voice in Storytellin g

4
Always speaks loudly, slowly and clearly. Is easily understoo d by all audience members all the time The entire story is related to the assigned topic and allows the reader to understan

3
Usually speaks loudly, slowly and clearly. Is easily understoo d by all audience members almost all the time. Most of the story is related to the assigned topic. The story wanders off at one

2
Usually speaks loudly and clearly. Speaks so fast sometime s that audience has trouble understan ding. Some of the story is related to the assigned topic, but a reader does not learn

1
Speaks too softly or mumbles. The audience often has trouble understan ding.

Topic related to story

No attempt has been made to relate the story to the assigned topic.

d much more about the topic.

point, but the reader can still learn somethin g about the topic. Usually listens to, shares with, and supports the efforts of others in the group.

much about the topic.

Collaborati on with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Often listens to, shares with, and supports the efforts of others in the group but sometime s is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

References: Miller, Jake. "Who's Who in an Urban Community." Google Books. N.p., n.d. Web. 21 Oct. 2013. http://schools.nyc.gov/NR/rdonlyres/84642811-B9DA-47E5-BC8092925326B2C9/0/NYCDOE_G2_LiteracySS_WheresHome_Final.pdf English Language Arts Standards Reading: Literature Grade 2." Common Core State Standards Initiative. N.p., n.d. Web. 20 Oct. 2013. "Social Studies - 4learning." 4learning. N.p., n.d. Web. 19 Oct. 2013.